This article presents narratives from 13 Indigenous early career academics (ECAs) at one university in Auckland, New Zealand. These experiences are likely to represent those of Indigenous Maori and Pasifika ECAs nationally, given the small, centralised nature of the national academy of Aotearoa New Zealand. The narratives contain testimony,…

Employing Bronfenbrenner's (1996) ecological systems theory, this study investigated the ecological nuances of teacher mentoring in three New Zealand primary schools. Specifically, the study explored the mentoring experiences of three beginning teachers and their mentors, within their respective schools, in relation to the national mentoring and…

The early phases of teachers' professional careers are multi-layered and informed by many factors, including teachers' values, their own experiences in schools, and the nested contexts of their professional employment. While in teachers' everyday lives government policies sometimes operate beneath the surface rather than overtly, these policies…

The purpose of this study is to compare Turkish novice teacher induction system with China, New Zealand, and Germany in terms of assignment to teaching, duration of induction, and opportunities provided in programs. Those countries selected are known to have the best practices for induction training. Despite their differing policies regarding…

This report explores the support that early career teachers | kaiako (ECT|K) in English-medium early childhood education, primary, and secondary centres need. It includes an examination of aspects of the mentoring process that are working well for both ECT|K and their mentors and suggests ways this support could be improved. Additionally, the…

This study utilises the Identity Triangle Model (Dugas in Teach Dev 25(3):243-262, 2021, https://bibliotheek.ehb.be:2102/10.1080/13664530.2021.1874500) to examine the experiences of one particular novice non-native Mandarin Chinese teacher at a university in New Zealand. A case study design was employed to track the identity negotiations of this European…

While mentoring programmes have proven to be successful in reducing attrition and improving teaching ability in beginning teachers, there remains a lack of research delineating the key components of effective mentoring programmes in primary education. This integrative research review examines empirical studies conducted since 2000 on the nature…

Experiential learning and reflective practice are two effective key learning and teaching strategies that many successful teachers employ as learner-centred education practices. It has been proven that many students appreciate the meaningful learning received through a learner-centred classroom environment. The aim of this paper is to share the…

This article explores the agency of novice New Zealand language teachers in the multi-level class. While the experiences of novice teachers have been widely reported, the field of language teacher agency is in its infancy as is research on how novice teachers respond to an increasingly diverse range of learners' needs from the outset of their…

This article conceptualises and presents the authors' framework for critical reflection-on-action. 'He Anga Huritao' (translated as a 'framework for reflection') was developed as part of the dialogic discourse intended to transform how New Zealand beginning teachers reflect on their practice. The framework makes reference to concepts of teacher…

Purpose: The purpose of this New Zealand study is to analyse the influence of the literacy course from an initial teacher education degree, to support beginning teachers to view themselves as policy actors, not mere policy subjects. In our role as teacher educators, we sought to support beginning teachers to find freedom within the constraints of…

The possibility for enacting transformative practices in Physical Education Teacher Education (PETE) is shaped by the social, political, and material landscape. However, it is vital we acknowledge our contributing role as PETE lecturers in this shaping process. This paper presents the authors study of their critical friendship aimed at making…

This chapter addresses challenges of educating beginning teachers to respond to 'twenty-first century' learning imperatives. These include rethinking purposes for learning in response to the addition of new curriculum elements such as competencies or capabilities; using a wider range of pedagogies that respond more appropriately to diversity,…

Supporting new academics when they begin a university career is important for them to adapt quickly and easily to the institutional goals and expectations. For those arriving from overseas and a different culture, often with families, this support is even more crucial. In this article, 10 academics from a range of disciplines, in which nine were…

East (2014) presented a largely qualitative study that uncovered how beginning teachers of languages other than English developed their understandings about task-based language teaching (TBLT) as they took part in a year-long initial teacher education programme in New Zealand. This paper reports a comparative re-production. It complements a recent…